AP Psych Developmental Psych

developmental psychology

the scientific study of how and why people change over the course of their life

nature vs nurture

how do our genetics and our life experiences interact to shape our development

continuity theory

developmental changes that are slow and steady, where each step builds directly on the previous ones

stage theory

development happens in specific, sudden shifts that clearly differentiate one phase from another.

stability and change

This area of study helps us understand how and why people remain the same in some ways but also evolve and adapt in others as they go through different life stages

Longitudinal Research

studying the same individuals over time, allowing for direct observation of how behaviors, traits, and abilities change and develop throughout life

Cross-Sectional Research

studying different groups of people of various ages at the same point in time

Psychosocial Development

theory that individuals progress through a series of stages, each characterized by a specific conflict that contributes to a major aspect of personality

Prenatal Development

the process of growth and development within the womb, starting from conception and continuing until birth

Teratogens

Agents that damage the process of prenatal development (drugs, alcohol, etc)

Reflexes

automatic, instinctual responses that newborns are born with, aiding in their survival

Rooting Reflex

automatic response in newborns where they turn their head toward a touch on the cheek, helping them locate and latch onto the mother's breast for feeding

Maturation

the biological growth process that leads to orderly changes in behavior, guided by genetics and largely unaffected by experience

Developmental Milestones

key skills or behaviors most children achieve by specific ages (walking, talking, and problem-solving)

Sensitive Period

a critical time in early development when the brain is especially receptive to learning specific skills

fine motor coordination

the ability to control small muscle movements, enabling tasks like writing, buttoning, etc

gross motor coordination

the ability to control large muscle movements, enabling tasks like walking, jumping, etc

Sex

the biologically influenced characteristics by which people define male, female, and intersex.

X chromosome

The sex chromosome found in both men and women

Y chromosome

the sex chromosome found only in males

Primary sex characteristic

The reproductive organs and structures directly involved in reproduction (ovaries, testes, and external genitalia)

Secondary sex characteristics

physical traits that develop during puberty but are not directly involved in reproduction (breast development, deepening voice)

Gender

the attitudes, feelings, and behaviors that a given culture associates with a person's biological sex

Sexual Orientation

A person's sexual and emotional attraction to another person

Gender Identity

an individual's internal sense of being male, female, a blend of both, or neither

Gender Roles

societal expectations and norms for behavior, attitudes, and activities typically associated with being male or female

Gender Typing

the process by which children learn and adopt behaviors, interests, and roles considered appropriate for their gender

Ecological Systems Theory

a child's development is influenced by multiple layers of environmental systems

(microsystem, mesosystem, etc)

Authoritarian Parenting

Restrictive parenting style that emphasizes high expectations and rigid rules

Permissive Parenting

style that is characterized by having few and inconsistent rules that are rarely enforced and a relaxed attitude

Authoritative Parenting Style

Parenting style that is child-centered, in that parents closely interact with their children, while maintaining high expectations for behavior and performance

Temperament

The innate traits that influence how children respond to their environment

Imprinting

A rapid and instinctive form of early learning where certain animals form strong attachments to the first moving object they see shortly after birth or hatching

Contact Comfort

The sense of security and emotional relief derived from physical touch

Separation Anxiety

A distress response experienced by infants or young children when separated from their primary caregiver

Attachment Styles

Patterns of behavior that describe how children form emotional bonds with caregivers, influencing relationships later in life

Secure Attachment

A pattern where children feel confident and trust that their caregiver will meet their needs

Avoidant (Insecure) Attachment

A pattern where children exhibit independence and avoid seeking comfort from their caregiver, often resulting from caregivers who are emotionally unavailable or unresponsive

Anxious Attachment

A pattern where children are overly clingy and anxious about separation from their caregiver, stemming from inconsistent caregiving

Disorganized Attachment

A pattern characterized by inconsistent or confused behaviors towards a caregiver, often resulting from trauma or abuse

Adverse Childhood Experiences (ACEs)

potentially traumatic events or conditions, (abuse, neglect) that occur before age 18 and can have long-term impacts on health and well-being

Adolescent Egocentrism

stage in teenage development marked by an increased self-focus, leading to beliefs that one's experiences are unique and that others are always observing them

Imaginary Audience

phenomenon in adolescence where individuals believe others are constantly watching and judging their behavior, making them highly self-conscious

Personal Fable

adolescent belief that one's experiences are unique and special, often leading to feelings of invulnerability and an underestimation of potential risks

Possible Selves

the various versions of who individuals might become in the future, including ideal selves they hope to achieve and feared selves they wish to avoid

Social Identity

an individual's sense of who they are based on their membership in social groups, like nationality, religion, or profession

Identity Diffusion

a state where individuals have not yet explored or committed to life choices regarding beliefs, goals, or values, often leading to uncertainty about their sense of self

Identity Foreclosure

stage where individuals commit to goals, beliefs, or values without exploring alternatives, often adopting the expectations of parents or society

Identity Moratorium

a stage in which individuals actively explore different life paths, beliefs, and values but have not yet made a final commitment, often leading to a period of uncertainty and experimentation

Identity Achievement

the stage where individuals have explored various life paths and made firm decisions about their beliefs, values, and goals, resulting in a clear and stable sense of self

Jean Piaget

He studied children's developing cognition-all the mental activities associated with thinking, knowing, remembering, and communicating

Schemas

Cognitive concept or framework that organizes and interprets information

Assimilation

Interpreting our new experience in terms of our existing (understanding) schemas

Accommodation

Adapting/Altering our current understandings (schemas) to incorporate new information.

Sensorimotor Stage

(birth to age 2) Infants use their senses and motor abilities to learn about the world around them (looking, hearing, touching, mouthing, and grasping)

Preoperational Stage

(ages 2 to 7), children develop language, symbolic thinking, and imagination but struggle with logical reasoning and understanding others' perspectives

Object Permanence

A child's ability to understand that objects still exist after they are no longer in sight

Pretend Play

involves children acting out scenarios, roles, or situations using their imagination

Parallel Play

stage in early childhood where children play alongside each other without directly interacting

Animism

children attribute lifelike qualities, like feelings and intentions, to inanimate objects

Egocentrism

children struggle to see things from another person's point of view, believing others share their perspective

Theory of Mind

ability to understand others' mental states (thoughts, feelings, and perspectives) typically developing around age 4 to 5

Concrete Operational Stage

Piaget's third stage of cognitive development (ages 7 to 11), children develop logical thinking about concrete events/objects and understand concepts like conservation and reversibility

Conservation

The principle that properties such as mass, volume, and number remain the same despite changes in the forms of objects

Reversibility

the ability to mentally reverse an action or operation, understanding that objects can be returned to their original state

Formal Operational Stage

The stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts

Lev Vygotsky

developmental psychologist known for his theory that social interaction plays a critical role in cognitive development

Zone of Proximal Development

the range between what a learner can do independently and what they can achieve with guidance

Scaffolding

teaching method where a knowledgeable person provides tailored support to help a learner achieve new skills, gradually reducing assistance as the learner becomes more proficient

Fluid Intelligence

abilities requiring speed or rapid learning generally diminishes with age

Crystallized Intelligence

knowledge/skills such as vocabulary improving over time

Dementia

decline in cognitive functioning that interferes with daily life

Language

a system of communication using symbols, sounds, and grammar to convey thoughts, feelings, and meaning

Critical Period

a specific time frame in early childhood when the brain is most receptive to learning language

Phonemes

the smallest distinct units of sound in a language that can change the meaning of a word

Morphemes

the smallest units of meaning in a language, such as prefixes, suffixes, and root words

Semantics

the study of meaning in language, focusing on how words, phrases, and sentences convey meaning

Grammar

the set of rules that govern how words are combined to form sentences, enabling clear and meaningful communication in a language

Syntax

the set of rules that determines the arrangement of words and phrases to form sentences in a language, affecting sentence structure and meaning

Cooing

early stage of language development where infants produce repetitive, soft vowel sounds like "oo" and "ah," usually starting around two months of age

Babbling Stage

phase in language development, usually starting around 4-6 months, where infants produce repetitive consonant-vowel combinations like "ba-ba" and "da-da"

One-Word Stage

phase in language development, typically around age one, where children use single words to represent whole sentences or ideas

Two-Word Stage

phase in language development, around age two, where children start combining two words to form simple sentences

Overgeneralization

common error in language development where children apply grammatical rules too broadly, resulting in mistakes

Nonverbal Manual Gestures

manual gestures are hand or arm movements used to communicate without speaking, such as pointing, waving, or making signs, and often convey emotions, intentions, or directions

social clock

the timing of events such as marriage, career, retirement, etc

emerging adulthood

developmental phase that spans between adolescences and adulthood

trust vs mistrust

Infants must learn that adults can be trusted or not

(can I trust the people around me)

autonomy vs shame/doubt

as toddlers begin to explore the world , they learn that they can control their actions and act on their environment to get results

(Can I do things myself or am I reliant on the help of others)

initiative vs guilt

 At the preschool stage children are capable of initiating activities and asserting control over their world through social interactions and play 
(Am I good or bad)

industry vs inferiority

Children begin to compare themselves to their peers, develop a sense of pride and accomplishment or feeling of inferiority/inadequacy 

(How can I be good)

identity vs role confusion

An adolescent’s main task is developing a sense of self

(Who am I)

intimacy vs isolation

 Develop and maintain successful relationships with others

(Will I be loved or will I be alone)

generativity vs stagnation

Middle-aged adults begin contributing to the next generation/society or little connection to others

(How can I contribute to the world)

ego integrity vs despair

People in late adulthood reflect on their lives and feel either a sense of satisfaction or a sense of failure 

(Did I live a meaningful life)